Step 1: Application for FLC membership
 
  • Applicants prepare a response to a question asking for preliminary ideas about an individual teaching and learning project.
  • Results: Addressing an observation -- perhaps in an uninformed or indirect way -- about a problem or opportunity in the teaching><learning™ connection

    Step 2: Early planning for the FLC
     
  • FLC coordinator selects a community focus book that includes extensive references connected to the FLC topic.
  • Results: Connecting the FLC to the knowledge base of SoTL

    Step 3: The opening/closing retreat before the start of the year
     
  • Coordinator, new, and graduating members discuss meaning and examples of scholarly teaching, SoTL, and the ongoing cycle of scholarly teaching and SoTL.
  • FLC coordinator distributes and discusses the focus book, multidisciplinary book list for optional readings, and information about "hot" topics in SoTL as evidenced by Lilly Conference theme tracks.
  • Coordinator, new, and graduating members discuss the "Miami University Guidelines for the Design and Description of a Teaching and Learning Project" (Richlin, 2001a, pp. 66-67).
  • Graduating members present their projects to the new members and then consult in breakout groups.
  • The new community plans the first term activities and seminar and retreat topics.
  • Results: Making public through peer authority the ongoing cycle, scholarly teaching, and SoTL; guiding SoTL research; connecting to a more extensive literature

    Step 4: Participants prepare for and start the year
     
  • Each community member selects one course he or she is teaching in the upcoming term to be a focus course.
  • Each participant searches for and reads articles to inform his or her teaching and learning in the focus course and project.
  • Each individual designs and writes a description of his or her teaching and learning project.
  • Each individual prepares an initial learning plan, placing his or her teaching and learning project in context with other FLC components and activities.
  • Results: Connecting SoTL to teaching practice; consulting the literature; choosing an intervention

    Step 5: Seminars and retreat
     
  • Coordinator prepares and distributes and the members read a booklet containing the initial learning plans, focus course syllabi, and the teaching and learning projects.
  • An external consultant familiar with the difference between scholarly teaching and SoTL reads the teaching and learning projects and meets with each individual to sharpen research design.
  • Each community member makes a short presentation to the FLC about his or her project and the group discusses each project, making suggestions.
  • Results: Making public SoTL for peer review

    Step 6: Working on the project during the year
     
  • Participants investigate other pedagogical areas, look for connections to project.
  • Individuals carry out their teaching and learning projects.
  • Student associates and mentors (for junior faculty) consult
  • Participants assess student learning and other project outcomes.
  • Coordinator, participants, and community consult about project outcomes.
  • Results: Progressing along the ongoing cycle: moving from scholarly teaching toward SoTL: "conducting systematic observation, documenting observations, analyzing results, obtaining peer evaluation, identifying key issues, synthesizing results" (Richlin, 2001a, p.59)

    Step 7: Presentations during the second term
     
  • Individuals, teams, and perhaps the entire community present their work at a campus-wide teaching effectiveness retreat.
  • Presenters incorporate feedback from peers in the audience at the campus sessions.
  • Individuals, teams, and perhaps the entire community present at a national conference.
  • Presenters incorporate feedback from the audience at the national conference.
  • Results: Presenting SoTL; peer evaluation

    Step 8: The Opening/Closing Retreat at the end of the year
     
  • Graduating members present their projects to and consult with the new incoming community members.
  • Results: Teaching, mentoring, and making public SoTL

    Step 9: Continuation of the project during the summer or the upcoming year
     
  • Each individual on his or her own may apply for and use a Miami small grant or summer fellowship to continue his or her project.
  • Results: Engaging in another round of the ongoing cycle

    Step 10: Publication
     
  • Each participant, team, or community may prepare a manuscript about the project for publication in a refereed multidisciplinary or disciplinary journal.
  • Results: Adding to the knowledge base of SoTL

    This project has been supported in part by grants from the US Department of Education Fund for the Improvement of Post-Secondary Education (FIPSE) and the Ohio Board of Regents.